Which of the following is a potential benefit of conducting an action research study? ✅ Mới nhất
Kinh Nghiệm Hướng dẫn Which of the following is a potential benefit of conducting an action research study? 2022
Lê Hải Hưng đang tìm kiếm từ khóa Which of the following is a potential benefit of conducting an action research study? được Update vào lúc : 2022-11-29 06:30:18 . Với phương châm chia sẻ Bí quyết Hướng dẫn trong nội dung bài viết một cách Chi Tiết 2022. Nếu sau khi tham khảo Post vẫn ko hiểu thì hoàn toàn có thể lại Comments ở cuối bài để Tác giả lý giải và hướng dẫn lại nha.Southeastern Louisiana University COEHD - ELT
Action Research Primer
for students in the Master's Program
written by: Nan B. Adams, PhD
The Role of Action Research in Effecting Educational Change
Nội dung chính Show- What are some benefits of conducting action research?Which of the following are the importance of action research?What are the 3 types of action research?Which one of the following is the best example of action research?
The cycle of exploration and reflection provided through Action Research has the potential to be a powerful tool to facilitate educational change. By incorporating action research into education programs, education professionals will learn to value themselves as guides and learners rather than experts.
Definitions of Action Research
Action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment, to gather information about the ways that their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment, and improving student outcomes and the lives of those involved (Mills, 2000).
Goals and Rationale for Action Research
Research is often categorized by the research methods employed in conducting the study. Different research approaches are required for each different research problem. The two main types of research methodology include Quantitative research, which focuses on controlling a small number of relationships to determing cause-effect relationships; and Qualitative research, which uses narrative, descriptive approaches to data collection to describe and provide understanding of how things are and to help provide meaning.
The focus of action research is to describe and help guide the educational change process in the specific environment that is under study. While many of the principles of traditional research may be employed as a part of the study, significantly different assumptions regarding the goals of the research and how it will be conducted must be understood. These differences are summarized in the table below:
Comparison of Traditional Research and Action Research
Traditional Research Action Research Conducted by university professors, scholars, and graduate students on experimental and control groups Conducted by professional educators in educational settings Conducted in controlled environments Conducted every level of the educational process, to include state and district offices, schools and classrooms Research methods employed to show some predetermined degree of statistical significance, a cause-effect relationship between variables Research methodology employed to describe what is happening as a part of the study and to understand the effects of some educational intervention Conducted to report and publish conclusions that can be generalized to larger populations Conducted to take action and effect positive educational change in the educational environment that was studied.The Process of Action Research
Action research is systematic investigation done by educational professionals to gather information to provide strategies for improvement in the ways that their particular system under study operates, how they teach and how their students learn. The following diagram illustrates the cyclical refinement process of action research. An action research project is completed when the collected data begins to show little variability and there are no more refinements to be implemented as part of the reflect, rethink and replan portion of the cycle.
Writing
the Research Proposal
(1) Picking a Topic
There are some important criteria that requires consideration when identifying an action research topic (Elliott, 1991; Sagor, 1992):
- The area of focus should involve teaching and learning The area of focus should be within the researcher's locus of control The area of focus should be something the reflect the researcher's interest The area of focus should be something the researcher would like to change or improve The area of focus should be
narrow enough in scope to enable researcher to draw conclusions about results
- What theories impact the focus of the study? What educational values/philosophy does the researcher hold?
What evidence exists that the focus of the study represents a real problem or opportunity for improvement? How is the problem currently being addressed?
Review the Literature - Once the general focus of the study has been determined, a survey of the professional literature should be conducted. Through examination of what other research has done in this area of study will help focus the study and provide the researcher insight into possible strategies and pitfalls when creating the action research plan.
Create an Action Research Plan - the following list represents the steps in creating an action research plan:
- Write
an area of focus statement Consider personal/community beliefs and current status of problem area in the school setting where research is to be conducted Review the literature Develop research questions Describe the intervention or innovation to be conducted Describe the population to
be studied Describe negotiations and leadership actions needed to be taken by the researcher to successfully conduct research Develop a timeline Develop a description of resources Develop data collection ideas and techniques
Identification of appropriate data collection and analysis techniques will provide focus for the study and contribute to the understanding and resolution of the problem. Collecting and analyzing data is critical to the revision cycle of the action research process, therefore both must be considered during both the planning and implementation portion of your action reaserach project.
-Collecting Data
While traditional quantitative data collection is appropriate for inclusion in an action research project, emphasis here is on the use of qualitative (descriptive) data collection techniques. For example:
- Conventional sources (questionnaires, surveys, etc.) Existing school data (LEAP scores, ITBS
scores, school scores, etc.) Inventive sources (exhibits, portfolios, etc.) Interviews Rating scales Inventories Observation Mapping Visual recordings
Photography
General Research Considerations:
a. Validity
Validity generally refers to the degree to which scientific observations actually measure or record what they propose to measure. Validity has historically been of critical concern to numerically-based research conducted in a quantitative, positivistic tradition. Validity in the action research setting refers to how credible the data collected may be considered and the degree of trustworthiness of the results.
b. Reliability
Reliability refers to how consistent data measures may prove to be over time. When conducting action research, the repeatablity of the research methodology proposed should be considered during the planning stage. If the goal of action research is to provide inquiry into educational innovation in a specific educational setting, the ability to replicate the actions and measures of the study in the same educational setting should be paramount to research methodology.
c. Generalizability
Quantitative research in education has historically concerned itself with the applicability of findings to settings different from the one in which they were obtained. The goal of action research is to understand what is happening in a specific district/school/classroom and to determine what might improve student learning in that setting. Action research is more concerned with finding appropriate solutions to problems in a specific setting than with the ability to generalize to other educational settings.
-Analyzing Data
Data analysis and data interpretation should be considered during every phase of the planning, implementation and analysis of an action research project. It may sometimes prove harmful to collect data that you do not intend to use or do not know how to analyze.
Action Research Cycle
An action research project should provide data that can be used formatively and summatively. As part of the action research cycle it is critical that the researcher take time during the study to analyze and
reflect--to pay attention to what is being attended to and what is being omitted from the study. The researcher should be careful to avoid any premature action. It is not uncommon for beginning action researchers to make rash or impulsive decisions based on limited data. The researcher must allow the action research process to unfold and avoid the pitfalls of basing actions on premature analysis.
Data Analysis Techniques
The researcher must take the time to become extremely familiar with the study data. The researcher must work to understand the data collected by approaching its analysis from many different viewpoints.
Techniques to consider:
- Identify themes Code surveys, interviews, and questionnaires Ask key
questions: who, what, where, when, why, and how Do an organizational review of the school Develop a concept map Undertake a problem analysis of cause and effects
Data interpretation is an attempt by the teacher researcher to find meaning in the data. Data interpretation focuses on the implications or meaning of the findings (analysis) of the study. Data interpretation also challenges the researcher's taken-for-granted assumptions and beliefs about what it is they have investigated. Data interpretation techniques include the following:
- Connect findings with personal experience Seek the input of others Contextualize
findings in the literature and educational theory
Below is an example of some appropriate headings for inclusion in the formal presentation of research results:
Title page
Abstract
Table of contents
List of tables
List of figures
Abbreviations
Statement of original authorship
Acknowledgments
Chapter 1 Introduction
Background to the research (leadership role, school discription, student need)
Research problem and hypotheses
Justification for the research
Brief overview of Methodology
Definitions
Delimitations of scope and key assumptions
Conclusion
Chapter 2 - Review of the Literature and Research issues
Introduction
Discussion of
Philosophical underpinnings of research (parent disciplines/fields and classification models)
Discussion of recent studies specific to the proposed research topic (immediate discipline, analytical models and research)
Explanation of relevance between reviewed disciplines and research under proposal
Conclusion
Chapter 3 Methodology
Introduction
Justification for the paradigm and methodology
Research procedures
Ethical considerations
Conclusion
Chapter 4 Analysis of data
Introduction
Subjects
Discussion of data for each research question or hypothesis
Discussion of results
Conclusion
Chapter 5 Conclusions and implications
Introduction
Conclusions about each research question or hypothesis
Conclusions about the research problem
Implications for theory
Implications for policy and practice
Implications for further research
Bibliography
Appendices
Action Research Resources and Example Studies
REFERENCES
Elliott, J. (1991). Action research for educational change. Briston, PA: Open University Press.
Hopkins, D. (1985). A teacher's guide to classroom research. Philadelphia: Open University Press.
Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, New Jersey: Prentice Hall.
Sagor, R. (1992). How to conduct collaborative action research. Anexandria, VA: ASCD.
What are some benefits of conducting action research?
Benefits of Action Research The process allows them to experience problem solving and to model it for their students. They carefully collect data to diagnose problems, search for solutions, take action on promising possibilities, and monitor whether and how well the action worked.Which of the following are the importance of action research?
Action research generates knowledge around inquiry in practical educational contexts. Action research allows educators to learn through their actions with the purpose of developing personally or professionally. Due to its participatory nature, the process of action research is also distinct in educational research.What are the 3 types of action research?
Types of Action Research There are three levels of action research: individual, collaborative, and school-wide. At the individual level, the teacher carries out research in their classroom. At the collaborative level, teacher groups or teams conduct the research.Which one of the following is the best example of action research?
Answer and Explanation: The best example of an action research study for Ron, a third-grade teacher, to pursue is to study the decline in the school's scores on the state-wide third-grade math achievement test. Tải thêm tài liệu liên quan đến nội dung bài viết Which of the following is a potential benefit of conducting an action research study?